Research On Fable Text Comprehension Of Primary School Chinese Teachers

Under the background that foreign curriculum research has changed from " curriculum development paradigm" to "curriculum understanding paradigm" and the new curriculum reform in China continues to advance deeply,the research on teachers’ curriculum understanding in China has gradually received attention and many scholars have paid attention to this topic.At present,curriculum reform has entered a " deep water zone",and curriculum implementation is an important part of the curriculum reform’s success;the key of curriculum implementation lies in teachers’ curriculum understanding,while teachers’ curriculum understanding is the premise condition of teachers’ professional development and the basis of deep learning.Studying the teacher curriculum understanding has important significance for further effective implementation.Fable text is a common style in primary school Chinese textbooks,which plays an important role in the development of students’ moral,intellectual and aesthetic education and occupies a very important position in primary school Chinese.The fable text has the characteristics of ideology,profundity,pluralism and so on.The thinking development of the primary school students still stays in the stage of image perception,and their understanding of the language and characters is limited,which is difficult for them to learn the fable text,so teachers need to understand it deeply and guide them.This study takes fable text as the starting point of teachers’ understanding of curriculum,and reflects teachers’ understanding of curriculum through teachers’ understanding of fable text.It probes into the state of necessity of teachers’ understanding of fable text from the theoretical level,and explores the state of reality of teachers’ understanding of fable text from the practical level.This paper analyzes the existing problems and reasons in teachers’ understanding of fable text in the gap between the ought to be and the reality,and puts forward the targeted strategies to improve teachers’ understanding of fable text in primary school Chinese teachers.First of all,a theoretical overview of fable text comprehension for primary schoolChinese teachers is given.Based on the study of a large number of documents,this study sorts out the existing research results of domestic and foreign teachers’ curriculum understanding and fable teaching in primary School Chinese.At the same time,with the help of philosophical hermeneutics,constructivism theory and curricular theory,the whole comprehension of the teacher’s fable text is grasped from a new perspective,and thus a primary school teacher of Chinese fable text comprehension of five levels is constructed: The whole perception in the understanding of the fable style,the fusion of perspectives in the understanding of the goal of the fable text,the expansion of meaning in the understanding of the content of the fable text,the complementary orientation in the teaching practice of the fable text and the appreciation of value in the understanding of the fable text provide a powerful framework for the subsequent research.Secondly,the present situation of fable text comprehension of primary school Chinese teachers is investigated.Through the questionnaire survey,interview,classroom observation and other methods,the status quo of the elementary school language teacher fable text is understood and the experience and problems are summarized: The Chinese teachers have reached a certain consensus on the moral meaning and moral value of the fable text and achieved certain achievements in the understanding of the fable text;At the same time,there are also many problems in the understanding of the fable text in primary school Chinese teachers: the weak stylistic consciousness of the fable text,the lack of grasp of the target of the fable text,the limited expansion of the content of the fable text,the solidification of the teaching mode of the fable text,and the improper understanding of the fable text.Finally,based on the analysis of survey data,in-depth interviews and classroom observations,this paper puts forward targeted improvement strategies for fable text comprehension of primary school Chinese teachers from the perspective of teachers and schools.On the level of teachers themselves: Enrich their knowledge and improve their theoretical literacy of fable text;Internalize the curriculum standard,according to the specific situation to develop text objectives;Dialogue text,and expand the teacher fable textcurriculum horizon;Advance with The Times,and enhance the flexibility of fable teaching;Dialogue between teachers and students,and change and solidify thinking to understand the meaning of multiple.At the external level of the school,teachers’ education and training should be strengthened to ensure their understanding rights and interests.Strengthen the construction of teaching and research culture and develop school-based curriculum.